第三章是学困生的形成原因及分析。
The third chapter is the analysis and the causes of the less advanced students.
本文论述接近学困生有助于做好转化工作。
This paper discusses the approach helps to transform underachieving students.
赏识；学困生；自信心。
第一章是学困生的涵义及研究的理论基础。
The first chapter is the meaning of backward students and the theoretical basis of study.
转化学困生从情感入手。
Transform the poor students into good students from emotional.
同时，高中英语学困生也得到了更多的关注。
Meanwhile, the Low English Proficiency Learners have received more concerns.
第三部分讨论了转化学困生的班级管理对策。
The third part is about the class management strategies for the transformation of the students with difficulty in study.
成绩分析表中，应添加一栏学困生的进步率；
Results of the table, should be added to a column learning difficulties progress rate;
第二部分揭示了学困生学习困难的现状与成因。
The second part discloses the current situation and the causes of the study difficulty.
本论文拟从词汇学习角度调查、分析英语学困生。
This paper investigates and analyzes English underachievers from vocabulary learning.
有关研究表明：学困生的学生人数随着年级升高而增加。
The study showed that:the number of students with learning difficulties will increase with grade level.
提出激发学困生学习动机和兴趣，培养学困生学习方法。
Put forward stiring up to learn to trap to living learning motive and interest, the development learn to trap to living a study a method.
同时，教师还要特别关注学困生，避免两极分化的加剧。
Meanwhile, the teachers pay special attention to poor students, to avoid the polarization intensified.
第二章分别论述了学困生类型、心理特点及行为表现特征。
The second chapter discusses each type of backward students, the psychological characteristics and the behavioral characteristics.
元认知；思维障碍因素较多以及学困生的一些非智力因素等。
The thought barrier factor are more as well as study the sleepy fresh some non-intelligence factors and so on.
由于多方面的原因，学校对“学困生”的教育方法仍有待改进。
Presently, the education method for underachievers still has much room for improvement because of various reasons.
对学困生要关心，主动接近他，，并给予鼓励表示充分的信任。
To care for tough question which every, active close to him, and to encourage said full of trust.
但是，多元智能理论在转化化学学困生中的实践性研究还较少。
But, the theory of multiple intelligences sleepily lives in the transformed chemistry study the practical research to be also less.
总之，上述三个方面的原因是学困生产生学习障碍的主要原因。
All in all, the above three aspects of the tough question which every reason is the main cause of produce learning disabilities.
关注学困生的情感态度，帮助他们及时克服情感态度方面的困难。
The attention study sleepy fresh emotion manner, helps them to overcome the emotion manner aspect promptly the difficulty.
因而学困生往往在认知方面存在障碍的，同时也存在情感意志障碍。
So often are in tough question which every cognitive barriers, and save in the emotional will obstacles.
第二部分选择有效的学习策略对学习效率低下的学困生进行培养研究。
Then in the second part I helped my students who suffered from low learning efficiency by using effective method and did a research on that.
词汇教学是“学困生”英语教学必须突破的重点，却一直面临着困境。
The teaching of English words has long been the key point and also predicament of those students who are poor in English.
采用多元情景化教学—调动学困生学习的兴趣，提高学困生的主体意识；
Uses the multiple intelligent scenes teaching—reassignment study sleepily to live the study interest, enhancement study sleepy fresh main body consciousness;
第二部分，则根据班级社会学的归因分析提出初中英语学困生的转化策略。
Part Two, based on the analysis on the causes from the perspective of classroom sociology, proposes strategies for the underachievers' improvement in learning English in junior high school.
三是通过讲座、具体指导，经验交流等途径帮助学困生养成良好的学习习惯。
Third, help the students to form the good learning habits by theme class meetings and lectures.
数学学困生是一个蹩脚的数学问题解决者，他们缺乏必要的元认知知识和技能。
The students with learning disabilities are poor problem solver, they frequently lack the necessary metacognitive knowledge and skills.
主要介绍了国内外的和学困生有关的的概念及学困生研究的理论基础和现实基础。
It introduces the concept of the Backward Students at home and broad, the theoretical basis and the practical basis of the Backward Students study.
据调查，高中数学学困生的学习障碍主要体现在两个方面：数学认知障碍与情感障碍。
It is investigated that among the students of senior grades two kinds of learning obstacles exist: the obstacle in cognition and in emotion.
据调查，高中数学学困生的学习障碍主要体现在两个方面：数学认知障碍与情感障碍。
It is investigated that among the students of senior grades two kinds of learning obstacles exist: the obstacle in cognition and in emotion.
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